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Publicação
Autopercepción y nivel de competencia digital de los futuros docentes en una formación online
Orientador(es)
Resumo(s)
Los avances tecnológicos han transformado la educación superior, ofreciendo nuevas oportunidades y desafíos a través de las plataformas de formación online. Las universidades deben adaptarse para equipar a los estudiantes con las competencias digitales esenciales para poder desenvolverse en este mundo digitalizado. Este estudio se centró en conocer la autopercepción y el nivel de competencia digital de estudiantes en línea formándose para ser futuros docentes. Participaron 276 estudiantes en dicho programa de educación. El instrumento de medición fue el «DigCompEdu Check-in», administrado con una escala Likert de 1 a 5. Los resultados mostraron que los estudiantes percibieron su competencia digital como moderada-baja. Sin embargo, el análisis reveló un dominio más avanzado en ciertas áreas, con puntuaciones superiores. Las áreas con mayor puntuación incluyeron 'Pedagogía digital' y 'Empoderamiento de los estudiantes', y con menor puntuación áreas de mejora, como la evaluación digital y el uso seguro de recursos. Esta investigación destacó la discrepancia entre la autopercepción y el nivel real de competencia digital.
Technological advances have transformed higher education, offering new opportunities and challenges through online training platforms. Universities must adapt to equip students with the essential digital skills to be able to function in this digitalised world. This study focused on knowing the self-perception and level of digital competence of online students training to be future teachers. 276 students participated in the online education modality. The measurement instrument was the "DigCompEdu Check-in", administered with a Likert scale from 1 to 5. The results showed that students perceived their digital competence as moderate-low. However, the analysis revealed more advanced mastery in certain areas, with higher scores. The highest-scoring areas included 'Digital Pedagogy' and 'Student Empowerment', and the lowest-scoring areas for improvement, such as digital assessment and the safe use of resources. This research highlighted the discrepancy between self-perception and the actual level of digital competence.
Technological advances have transformed higher education, offering new opportunities and challenges through online training platforms. Universities must adapt to equip students with the essential digital skills to be able to function in this digitalised world. This study focused on knowing the self-perception and level of digital competence of online students training to be future teachers. 276 students participated in the online education modality. The measurement instrument was the "DigCompEdu Check-in", administered with a Likert scale from 1 to 5. The results showed that students perceived their digital competence as moderate-low. However, the analysis revealed more advanced mastery in certain areas, with higher scores. The highest-scoring areas included 'Digital Pedagogy' and 'Student Empowerment', and the lowest-scoring areas for improvement, such as digital assessment and the safe use of resources. This research highlighted the discrepancy between self-perception and the actual level of digital competence.
Descrição
Palavras-chave
Competencias digitales Educación superior Autopercepción Formación en línea Competencies Tertiary education Self-perception Virtual learning
Contexto Educativo
Citação
León Garrido, A., Romero-Tena, R., Barroso-Osuna, J. M., & dos Santos Miranda Pinto, M. (2025). AUTOPERCEPCIÓN Y NIVEL DE COMPETENCIA DIGITAL DE LOS FUTUROS DOCENTES EN UNA FORMACIÓN ONLINE. Etic@net. Revista Científica Electrónica de Educación y Comunicación En La Sociedad Del Conocimiento, 25(1), 114–138. https://doi.org/10.30827/eticanet.v25i1.32486
Editora
Etic@net